What are the basic characteristics of the instructional program that the child with a cochlear implant should be enrolled in?

Consistency of spoken language use (Barnes, Franz and Bruce 1994)
Expertise of teachers (Barnes, Franz, and Bruce 1994)
Access to audiological services (Bruce, Franz, and Bruce 1994)
The program needs to have a strong auditory/aural component to be able to gain the maximum benefit from the cochlear implant (Allum 1996).
The school is given the lead role in providing rehabilitation after implantation (Allum 1996).
The work of maximizing the impact of the auditory information available through the device will be the responsibility of the local school (Allum 1996).
Insights:
I feel that the above information is important because the environment that a child with a cochlear implant will be educated in needs to be one that he or she will have great success in. If a child is in an environment that is not prepared to have a child with a cochlear implant then the child will not gain maximum use of the implant. This information can be used to help set up an appropriate environment for a child with a cochlear implant. If a school has a child, who has recently been implanted, entering the school, this information could be used to help design an educational program for that child. It is important for the child with a cochlear implant to be in a educational setting that is prepared to educate him or her.
References:
Allum, D. J. (1996). Cochlear Implant Rehabilitation in Children and Adults. San Diego: Singular Publishing Group, Inc.
Barnes, J.M., Franz, D., & Bruce, W. (1994). Pediatric Cochlear Implants: An Overview of the Alternatives in Education and Rehabilitation. Washington, DC: Alexander Graham Bell Association for the Deaf, Inc.